Edu 6132 presentation interest attention and motivation
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  • Let’s begin with Medina’s 4th rule, “we don’t pay attention to boring things”The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded – and retained (Medina, 2008).
  • Prior knowledge, knowledge that stems from previous experience.Access prior knowledge to begin a unit of learning, or lesson.
  • The brain pays attention to patterns and combines these with what you already know.
  • Beginning of the lesson, the hook
  • Emotionally arousing events tend to be better remembered than neutral events.
  • Memory records the gist before the details.Techniques for communicating the gist of your unit, lesson, activityConcept map to communicate the gist, overview. Used this concept map to describe your paper [click]Plan unit around concepts and connect characteristics of concept across lessons, connect across units [click]For example equality 1=1, 2+3=5, 0=0 inequality 3>2, equality and inequality as a social studies topic of topic in literature.
  • Typical activity, one task (shown in gray) interrupted by many little tasks. The uninterrupted task shows below.Multitasking means that you are actually shifting your attention from one task to another, and back again.
  • Focus on one thing at a time, in terms of the activities you guide students through and also in your delivery of content.Switching from one task to another is sequential and time consuming.Provide warm-ups
  • Most common mistake accompanying communication, too much information.Medina suggest a 10 minute rule that he uses for delivering lectures.Break up the delivery of information into 10 minute chunks, where each segment includes one core concept, that can be explained in one minute, add liberal repetition and tell where at in delivery of information.
  • Inverse relationship between grade and affinity for schoolStudents tend to like academic tasks les with each year in schoolLess interested in schoolReasons for decline
  • One reason for decrease in motivationPerceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes. Robert Bandura writer.Social model – seeing someone do something encourages students that they can do it too.Opinion of others – belief in teachers, teacher modelsFeedback – Big fish little pond – around lots of great students, feel less capable, around average, feel more capable
  • Expectancy value theory: Previous failure creates expectation of more failure, previous success creates expectation of more successNow let’s take a look at a couple of factors for improving self-efficacy, motivation, and interest that relate specifically to instruction and lesson planning [click] including….
  • When students succeed or fail, they explain their success or failure in different ways. Students attribute their achievement to what they believe to be causal factors and these factors are called attributions.It may be that students who do not try are avoiding the risk of failure so that they do not have to attribute their failure to their ability, says something about who they are and that they can’t change it.
  • Probably avoid competition.Elements of competition lower self-efficacy such as grading on a curve, some F, some A, and most everyone else C. Mastery learning to reach a standard.Some conditions under which competition is fine, according the two researchers Johnson and Johnson, experts on cooperative and competitive learning [click]
  • Characteristics of effective cooperative learning.
  • Pressley and McCormick (2007) suggest the following methods for making reading texts more interesting. However, I would also suggest that many of these methods apply to lesson planning in general.

Edu 6132 presentation interest attention and motivation Presentation Transcript

  • 1. Interest, Attention, and Motivation Learners in Context EDU 6132 Module 8
  • 2. ObjectiveDescribe factors influencing student interest, attentionand motivation. Elaborate on methods for improvingeach of these in the context of lesson planning andclassroom climate.
  • 3. AttentionWe don’t pay attention to boring things. Attention promotes elaborate encoding
  • 4. Prior KnowledgePrior Knowledge
  • 5. IRSYMCAIBMKGBFBIIRSYMCAIBMKGBFBI
  • 6. Interest and AwarenessUnusualUnpredictableDistinctive Image credits to http://news.bbc.co.uk/2/hi/8272370.stm
  • 7. EmotionEmotionally competent stimulus (ECS) Events connected to emotion = memorable Image credit to http://www.hongkiat.com
  • 8. Meaning DetailsOverviewSummary Teach with concepts, connect conceptsLesson objectiveSchedule of activitiesConcept map
  • 9. Multitasking Myth Image credit to http://brainrules.net
  • 10. Multitasking Myth Image credit to http://brainrules.net
  • 11. Break-up Direct InstructionAttention every 10 minutes
  • 12. Pressley and McCormick (2007)Academic Motivation
  • 13. Decrease in MotivationInverse relationship Grade – increase Motivation – decrease
  • 14. Self-EfficacySocial modelOpinion of othersFeedbackBig fish in the little pond Image credits to http://playitloudmusic.wordpress.com and http://quantifiedself.com
  • 15. Transitions Elementary to Middle Middle to HighMultiple teachers Multiple teachersFactory like characteristics Same factory like characteristicsLarger, impersonal Larger, impersonalTeachers exert more control Content focusLess social support
  • 16. Improving Self-EfficacyAppropriate challenge level Scaffold and zone of proximal development Nurture successPromote positive expectationsPeer models 1. CooperativeTeach specific learning strategies learning 2. InterestCapitalize on student interestChoicesFrequent and focused feedbackRight attribution
  • 17. AttributionEffortAbilityTask factorsLuck Image credit to serc.carleton.ed
  • 18. Competition A few individual must fail for others to succeed Curve versus mastery Publicizing gradesConditions where Competitive learning may be appropriate1. Simple review activities2. Absence of evaluative criteria3. Ability to observe competitor’s progress4. Competition as a game5. Equal opportunity to win (Johnson and Johnson, 1974)
  • 19. Cooperation People work together to achieve a common goal Teams Peer tutoringUse Cooperative Learning to promote1. Problem solving2. Creativity3. Quality performance4. Positive classroom interactions5. Social skills (Johnson and Johnson, 1974)
  • 20. Characteristics of Effective Cooperative LearningNot all the timeInterdependenceAccountability Individual and groupSocial skillsBalance Ability, gender, ethnicity
  • 21. Promoting InterestText readings Lesson planning Offering meaningful choices Variety Relevant and vivid Relevance Consider prior knowledge Consider prior knowledge Encourage students to be Activity active learners Appropriate challenge level Provoke curiosity Promote sense of control
  • 22. Motivating StudentsModel interest in learningModel thinking and problem solvingIdentify relevanceReduce anxietyContent deserves attentionsPromote curiosity and suspenseInclude games
  • 23. ObjectiveDescribe factors influencing student interest, attentionand motivation. Elaborate on methods for improvingeach of these in the context of lesson planning andclassroom climate.